Given the abundance of information in today’s world where everyone could
spread propaganda, persuasion, or misleading information freely, it is crucial
for everyone, including students, to develop critical listening skill. However,
studies found that many English as a Foreign Language (EFL) learners still find
difficulties in improving their listening skill. On the other side, captioned
video has gained a lot of attention as it is seen to be suitable media for
improving listening skill. Therefore, this study attempted to know if captioned
video could be beneficial, not only for improving students’ listening skill,
but also for their critical listening skill they need in today’s world. This
study aims to 1) describe the Indonesian pre-service teachers (PSTs)’ learning
experiences in using captioned video during the Critical Listening class, and
2) elaborate on the Indonesian PSTs’ perceptions of using captioned video in
the Critical Listening class. Three Indonesian PSTs for English subject were
recruited as they had enrolled in a Critical Listening class that implemented
captioned video. Using narrative inquiry approach for this qualitative
research, their learning experiences as well as their perceptions of using
captioned video for critical listening could be explored. Through three data
collection methods (narrative frame, interview, and artifacts), it was found
that 1) the Indonesian PSTs experienced how a critical listening class should
be conducted as the implementation of captioned video in the class reflected
the characteristics and the basics to teach critical listening, and 2) all of
the Indonesian PSTs thought that using captioned video in the class made it
difficult for them to resist the temptation to ignore the caption and using
captioned video allowed them to face the modality effect where they had to
focus on three different inputs at the same time (the video, the audio, and the
caption). This study implies using videos without captions for critical
listening in order to prevent the listeners from depending on the captions
rather than the listening material and to expose them to real-life critical
listening situations.
